Summary
In clinical education interactions among the patient(s), instructor(s), and student(s) determine the information available for learning. The clinical context in which the learning occurs shapes the interactions and thence the “content” that the student learns. Medical educators increasingly are challenged to creatively rethink clinical education. In this chapter the educational model termed legitimate peripheral participation, as developed by Lave, is used as a base for discussion of key components of new clinical education models. The recent medical education literature is reviewed from the perspective of the student, instructor, patient and educational context. Considering the student, medical educators should work to focus students’ learning and should seek to understand and match their learning agendas. The importance of instructors who model their thinkingset explicit expectations for learnersand provide effective feedback is well established. Finallythe motivation and effectiveness of patients is considered. This framework allows medical educators to thoughtfully construct and manage learning situations to enhance medical students’ clinical education.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Bordage, G., Burack, J. H., Irby, D. M. Stritter, F. T. (1998). Education in ambulatory settings: Developing valid measures of educational outcomes, and other research priorities.Academic Medicine 73743–750.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher 18(1)32–42.
Coles, C. (1998). Education in the outpatient clinic: Purposes, content and methods. In R. Peyton (Ed.)Teaching and learning in medical practice(pp. 181–192). Rickmansworth: Manticore Publications.
DaRosa, D. A., Dunnington, G. L., Stearns, J., Ferenchick, G., Bowen, J. L., & Simpson, D. E. (1997). Ambulatory teaching `light“: Less clinic time, more educationally fulfilling.Academic Medicine72, 358–361.
Ferenchick, G., Simpson, D., Blackman, J., DaRosa, D., Dunnington, G. (1997). trategies for efficient and effective teaching in the ambulatory care setting.Academic Medicine72, 277–280.
Fincher, R. M., Case, S. M., Ripkey, D., & Swanson, D. (1997). Comparison of ambulatory knowledge of third-year students who learned in ambulatory settings with that of students who learned in inpatient settings.Academic Medicine 72 S130–S132.
Flexner, A. (1910).The Flexner report on medical education in the United States and Canada.New York: The Carnegie Foundation for the Advancement of Teaching.
Grant, J., Ramsay, A., Bain, J. (1997). Community hospitals and general practice: Extended attachments for medical students.Medical Education 31364–368.
Grum, C. M., Richards, P. J. N., Woolliscroft, J. O. (1996). Consequences of shifting medical student education to the outpatient setting: Effects on performance and experiences.Academic Medicine 71S99–S101.
Irby, D. M. (1994). What clinical teachers in medicine need to know.Academic Medicine69, 333–342.
Irby, D. M. (1995). Teaching and learning in ambulatory care settings, a thematic review of the literature.Academic Medicine 70898–931.
Irby, D. M., Ramsey, P. G., Gillmore, G. M., & Schaad, D. (1991). Characteristics of effective clinical teachers of ambulatory care medicine.Academic Medicine 6654–55.
Kernan, W. N., & O’Connor, P. G. (1997). Site accommodations and preceptor behaviours valued by 3`ayear students in ambulatory internal medicine clerkships.Teaching and Learning in Medicine 996–102.
Kolb, D. A. (1984).Experiential learning. Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice-Hall.
Lave, J., & Wenger, E. (1991).Situated learning: Legitimate peripheral participation.Cambridge, UK: Cambridge University Press.
Ludmerer, K. A. (1985).Learning to heal: The development of American medical education.New York: Basic Books.
Lynoe, N., Sandlund, M., Westberg, K., & Duchek, M. (1998). Informed consent in clinical training - patient experiences and motives for participating.Medical Education 32465–471.
Mayo-Smith, M. F., Gordon, V., Dugan, A., & Field, S. (1992). Patient participants in a physical diagnosis course: A study of motivations and experiences with a comparison to student and faculty perceptions.Teaching and Learning in Medicine 4214–217.
McGee, S. R.&Irby, D. M. (1997). Teaching in the outpatient clinic; practical tips.Journal of General Internal Medicine 12S34–S40.
Murray, E., Jolly, B., & Modell, M. (1999). A comparison of the educational opportunities on junior medical attachments in general practice and in a teaching hospital: A questionnaire survey.Medical Education 33170–176.
Pratt, D. D., & Associates at the University of British Columbia. (1998).Five perspectives on teaching in adult and higher education.Malabar, FL: Krieger.
Schön, D. A. (1983).The reflective practitioner: How professionals think in action.New York: Basic Books.
Schön, D. A. (1987).Educating the reflective practitioner: Toward a new design for teaching and learning in the professions.San Francisco, CA: Jossey-Bass.
Seabrook, M. A., Lawson, M., Woodfield, S., & Baskerville, P. A. (1998). Undergraduate teaching in a day surgery unit: A 2-year evaluation.Medical Education 32298–303.
Self, D. J., & Baldwin, D. C. (1998). Does medical education inhibit the development of moral reasoning in medical students? A cross-sectional study.Academic Medicine 73S91–S93.
Smith, C. S., & Irby, D. M. (1997). The roles of experience and reflection in ambulatory care education.Academic Medicine72, 32–35.
Valentino, J., Blue, A. V., Donnelly, M. B., & Sutton, T. D. (1999). The most valuable critical incidents in a 4thyear acting internship in surgery.Teaching and Learning in Medicine 11(2)75–79.
Wade, V., Silagy, C., & Mahoney, S. (1998). A prospective randomised trial of an urban general practice attachment for medical students.Medical Education 32289–293.
Williams, G. C., Saizow, R. B., & Ryan, R. M. (1999). The importance of self-determination theory for medical education.Academic Medicine 74992–995.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Woolliscroft, J.O. (2002). Medical Student Clinical Education. In: Norman, G.R., et al. International Handbook of Research in Medical Education. Springer International Handbooks of Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0462-6_15
Download citation
DOI: https://doi.org/10.1007/978-94-010-0462-6_15
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3904-8
Online ISBN: 978-94-010-0462-6
eBook Packages: Springer Book Archive